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It’s all about reading!!!
Steven Lucas James
Doesn’t read much.
Lacks self-confidence.
Going into 5th grade reading at a
3rd grade level.
Doesn’t read a lot, but likes to look at books.
Has lots of confidence, but has a hard time staying focused.
Going into 5th grade reading at a low 4th grade level.
Has little interest in reading.
Very few reading skills.
Is going into 11th grade reading at a 2nd grade level.
Reading AssessmentsLucas and Steven were given an abbreviated pre and post
test using the Wilson Assessment of Decoding and Encoding and was also given a Miscue Analysis at the end of the tutoring session. James only had the pre-test of Wilson
because of his irregular attendance.
Instructional ActivitiesAll tutoring lessons began with instruction using the
Wilson Reading System. Lessons consisted of ten steps that utilize multi-sensory instruction. These lessons
covered sounds, syllables, sight words, vocabulary, oral expressive language development and comprehension, spelling and writing. Along with the Wilson instruction, students also made vocabulary webs using vocabulary from the books that they were reading, did a building words activity using letters from a mystery word and explored different reading web sites. Students also
utilized reading/spelling games such as Scrabble. Guided reading instruction and buddy reading were also
implemented during these sessions.
WADE- SoundsSteven Morrison
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Cons. Digraphs Vowels Welded TotalSnds
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WADE- Reading
Steven made significant gains in decoding. He also made gains in sight word recognition. He has shown greater confidence in his reading. He is using several different techniques to improve his comprehension such as scooping, summarizing using sticky notes and having his grandparents quiz him on what he is reading.
WA DE-SoundsLucas Morton
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Cons. Digraphs Vowels Welded TotalSnds
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WADE- ReadingLucas Morton
Lucas made gains in all areas except for sight words. He already has a good grasp on memorizing words. He needs to work on decoding and other reading strategies. He tends to skip or substitute words when he doesn’t know them. This effects his comprehension a great deal. He also tends to lose his place and is easily distracted. Using his finger or a book mark seems to help him stay focused. Having someone listen as he reads will help him to re-read when he has made miscues that change the meaning of the sentence.
WA DE-SoundsJames Bell
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Cons. Digraphs Vowels Welded TotalSnds
Pre-test
3-DColumn 2
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WADE- Reading
James was not available to have a post-test. Because he attended so irregularly, his pre-test scores most likely reflect what his post-test scores would be. Even though James is in the 10th grade going into the 11th grade, he does not have a mastery of sight words or many reading strategies. He does try to sound out words, but he doesn’t know all of his sounds, so that doesn’t help much. James needs one-on-one or small group intensive instruction. However, much of his problem now is his attitude towards reading.
Have someone read to them and listen to them as they read.
Work on decoding and other reading strategies.
Some things they can use to accomplish this are:
• The use of different reading web-sites.
• Programs for the computer.
• Reading games.
• READ! READ! READ! Something every day!!!!!!
